# data[].attributes.body
1. During the lesson, I will continue to use the Reaction Guide because it is a good way to keep students engaged and referring back to what they originally wrote.

2. I will continually stop and check their work as we go. I will also use proximity control and circulate and talk and watch as students complete Reaction Guide.

# data[].attributes.body
1. I will start with a Reaction Guide because I want my students to think about my topic before we begin. I will use it as a way for my students to access background knowledge and make a prediction and for the teacher to gauge where the students are in their understanding.

2. I will give it to them before the lesson and have them complete the T/F. I would refer to it as we go through the lesson. Finally, we will go back and go over the answers once we're done with the lesson.

# data[].attributes.body
1. Once the lesson is over, we will go through the Reaction Guide and check an discuss responses.

2. I will add a reflection piece that students will turn in at the end of the period -- How much did you already know? Where you surprised by your understanding/lack of understanding? What is one idea you missed but you understand now?

# data[].attributes.body
The strategy I have chosen for before instruction is the Graffiti Wall. I would have students write down every thing they knew about the upcoming topic on a large sheet of poster paper before the lesson. I would post the paper somewhere in the classroom so we could add to the poster as we progressed through the lesson.

# data[].attributes.body
The activity I would choose for during instruction is white boards. I would have students show their work on the whiteboards and would use their responses to guide instruction.

# data[].attributes.body
I will use the four corners to for students to rate their level of agreement about a true or false statement. The four corners will be to Agree, Agree strongly, Disagree, or disagree strongly.

# data[].attributes.body
Science

Before Learning: Concept Mapping

Why:
Concept mapping helps gauge students' prior knowledge and misconceptions about the topic. In science, understanding students' baseline ideas about a topic like ecosystems or forces can inform your teaching strategy and help tailor lessons to their needs.

How:
At the beginning of the lesson or unit, provide students with a central concept (e.g., "Ecosystems"). Ask them to create a concept map, adding related ideas, definitions, or examples. Encourage them to use arrows to show connections between ideas. Review these maps to identify common misconceptions or gaps in understanding. Use this insight to adjust your lesson plans.

# data[].attributes.body
Open-ended questions are an effective formative assessment tool for exploring students' understanding of copyright law. These questions encourage critical thinking, allow for varied responses, and provide insight into students' grasp of key concepts. Here's how to use them effectively:

1. Focus on Key Concepts
I want to craft questions around fundamental principles of copyright law, such as the purpose of copyright, the rights of creators, fair use, and public domain. For instance:

"Why is copyright important for protecting intellectual property?"

"How does the fair use doctrine balance the rights of creators with public access?"

# data[].attributes.body
I would use the Keeping Up with the Neighbors for after instruction. I would instruct students to compare their notes from the days lesson and add anything to their notes that their neighbor has that they don't and vice versa.

# data[].attributes.body
I plan to use a "thought jot" strategy to assess my students' prior knowledge. First, I'll have them write down what they already know about the concept I'm teaching. Then, they will share their ideas with a partner before we engage in a full-class discussion to deepen understanding and clarify misconceptions.

# data[].attributes.body
Science

Why:
This strategy promotes active engagement and allows students to process information collaboratively. It also gives you a snapshot of their understanding as the lesson progresses.

How:
During the lesson, pose an open-ended question related to the topic (e.g., “How does energy transfer in a food web?”).

Think: Give students a minute to think independently.

Pair: Have them discuss their thoughts with a partner.

Share: Pairs share their ideas with the class.
Use their responses to clarify misconceptions and expand on ideas. This allows you to assess comprehension and make real-time adjustments.

# data[].attributes.body
Incorporating computer surveys as a formative assessment tool during a lesson on copyright law is an effective way to gauge students' understanding and engagement in real time. This approach provides both immediate feedback for students and actionable insights for the teacher.

I will use multiple-choice questions focused on key concepts like fair use, public domain, and copyright infringement.

Example: "Which of the following is an example of fair use? A) Sharing a movie file publicly, B) Using a short clip for a classroom presentation, C) Uploading a full book online."

# data[].attributes.body
During -

61. Compare/Contrast

Chose because students need to practice compare/contrast. It asks to talk about the opposite as well. This solidifies for students what the main idea the author is trying to get at, and gets them to think more deeply by looking for the opposite.

# data[].attributes.body
Science

After Learning: Exit Tickets

Why:
Exit tickets provide quick feedback on what students learned during the lesson and help you identify areas that need review. They are simple to administer and analyze.

How:
At the end of the lesson, ask students to answer a question or reflect on the key concept (e.g., “Explain one way humans impact the balance of ecosystems” or “What is still unclear about energy transfer?”). Collect these responses and review them to determine if students are ready to move on or if reteaching is necessary. Use their input to plan the next lesson.

# data[].attributes.body
BEFORE

KWL

helping students organize and realize what they know and don't know ahead of time

# data[].attributes.body
Exit tickets are an effective formative assessment tool to gauge students' understanding of copyright law. They provide insight into what concepts students grasp and where they may need further clarification.

Implementation

At the end of the lesson, distribute exit tickets with the prompt:

Definition Check: "In your own words, what is copyright, and why is it important?"

# data[].attributes.body
I will start by helping the students build and apply prior knowledge to the new unit. I will have them interview another student or two in a think/pair/share. This way the students can share what they know and how it might apply to what we are going to study.

# data[].attributes.body
For my formative assessment during class, I plan to use a "commercial break" strategy. Midway through the lesson, I will ask students to reflect and respond to prompts like, "I changed my attitude/opinion about..." or "I was surprised/shocked by...". This approach helps me check their understanding in real-time, encourages deeper thinking, and allows students to connect emotionally to the material, making the lesson more engaging and meaningful.

# data[].attributes.body
Objective: Assess students’ prior knowledge of the Mongols and their unification under Genghis Khan.

Instructions: Answer the following questions to the best of your ability. This is not graded but will help guide our learning.

1. Multiple Choice:
Before the unification under Genghis Khan, the Mongols were:
a) A large centralized empire
b) Nomadic tribes often in conflict
c) Settled agricultural communities
d) Completely isolated from other cultures

2. Short Answer:
What do you know about Genghis Khan and his role in Mongol history?

3. True/False:
The Mongols’ unification was primarily achieved through peaceful negotiations and treaties.

4. Matching:
Match the following terms with their definitions:

Genghis Khan

Steppe

Khanate

Nomad
a) A title meaning "universal ruler"
b) A region of vast grasslands
c) A political or territorial division in the Mongol Empire
d) A person who moves from place to place to find resources

5. Reflection:
Why might unifying separate tribes or groups be challenging? List one or two reasons.

# data[].attributes.body
Why I Chose It:
Think-Pair-Share is an interactive and inclusive formative assessment strategy that encourages critical thinking, collaboration, and communication among students. It allows all students to actively participate in the learning process, fostering a supportive environment where learners feel valued and heard. This method is particularly effective in World History, where complex topics require analysis, interpretation, and diverse perspectives.

How I Will Use It:

1. Think:

During a lesson on the causes of World War I, I will pose an open-ended question such as, "What were the most significant causes of World War I, and how did they interconnect?"

Students will individually reflect on the question and jot down their thoughts, encouraging independent critical thinking.

2. Pair:

Students will then pair up to discuss their reflections. This step promotes peer learning, allowing them to compare and refine their understanding.

3. Share:

Each pair will share their key insights with the class, fostering a collective discussion.

I will facilitate the conversation, linking their responses to the broader historical context and addressing any misconceptions.

Benefits in World History:

Critical Thinking: Students analyze historical causes and effects.

Collaboration: Learners engage with peers to build a deeper understanding.

Inclusivity: Everyone contributes, ensuring diverse viewpoints are considered.

Feedback: I can gauge students’ understanding in real-time and provide immediate clarification or further questions to deepen learning.

# data[].attributes.body
Derek Hansen

1. Pre-Learning Formative Assessment: Content Bingo

Strategy: Content Bingo

Explanation:

Before the lesson begins, I will provide students with bingo cards containing key terms or concepts related to the lesson, such as engine parts (e.g., crankshaft, pistons), systems (fuel system, cooling system), and common tools.

How I Use It:

Students will mark off terms they are already familiar with. This will allow me to assess their prior knowledge and identify which concepts need more focus. By the end of the activity, I’ll have a sense of the class’s baseline knowledge, and it will guide the direction of the lesson.

# data[].attributes.body
Method:

1. Online Questionnaire or Quick Entry Survey:

Share a short survey before class. Questions will include:

"What do you know about dodgeball rules?"

"Can you name one or more strategies used in dodgeball?"

"What safety measures do you think are important in dodgeball?"

"How comfortable are you with catching and throwing a ball?" (Rate from 1 to 5)"

Also, I will use open-ended questions to check for understanding or prior experience.

# data[].attributes.body
Objective: Reinforce understanding of key events and ideas during the lesson.

Activity:

1. Materials: Provide each group with puzzle pieces (can be paper cutouts or digital slides) that represent key events, people, and ideas related to the unification of the Mongols (e.g., Genghis Khan’s leadership, alliances, battles, cultural strategies).

2. Task:

Students work in small groups to piece together the "timeline of unification."

Each piece includes a short description or clue.

As they fit the pieces, they must explain how each part contributed to the unification of the Mongols.

Twist: Add a "challenge piece" that doesn’t fit, requiring students to identify it and explain why it doesn’t belong.

Follow-Up:
Groups share their completed puzzles and explanations. The teacher provides feedback and clarifies misconceptions.

# data[].attributes.body
Before learning

1) I will begin with a concept map because I want to get a good idea of how well my students understand the concepts we will be learning about.

# data[].attributes.body
Graffiti Wall

Have students document/write/draw on a paper up on the wall things they learned. This will help students feel like they can document the interesting things they learned. Can also use quadrants for questions still needed in one quadrant and other things.... akin to a "parking lot"

# data[].attributes.body
2. During-Learning Formative Assessment: Think-Pair-Share

Strategy: Think-Pair-Share

Explanation:

During the lesson, after explaining a key concept (e.g., how the cooling system works), I will ask students to think about how the concept applies to real-world diesel engine maintenance for 30 seconds. Then, they will pair up with a partner to discuss their thoughts for 1-2 minutes.

How I Use It:

This strategy gives me insight into how well students understand the material in real-time. As I listen to the pairs, I can identify any misconceptions and adjust my teaching on the fly. It also provides a moment for peer learning, as students can clarify concepts with each other.

# data[].attributes.body
For my formative assessment at the end of class, I will use the "What Would You Do First?" method. I’ll present students with a warm-up question they’ll tackle at the start of the next class. The following day, we’ll discuss the various strategies students used to solve it. This strategy helps me assess their problem-solving approaches, encourages them to think critically about the material, and fosters a collaborative environment where they can learn from each other’s perspectives.

# data[].attributes.body
Creating a bingo game in the middle of a unit to see where students are at.

# data[].attributes.body
3. Post-Learning Formative Assessment: Quick Quiz with Reflection

Strategy: Quick Quiz & Reflection

Explanation:

At the end of the lesson or unit, I will give a brief quiz (5-10 questions) covering the key concepts learned (e.g., parts of the diesel engine, maintenance tasks). After completing the quiz, students will write a short reflection on what they found most challenging and what they feel confident about.

How I Use It:

The quiz will give me a clear measure of how much content the students have retained and understood. The reflection will provide valuable feedback on what areas need review or further clarification. Based on both the quiz results and reflections, I can adjust future lessons and interventions to address specific learning gaps.

# data[].attributes.body
I will use the List 10 Things as we get part way through the unit to see if the students are learning what I have subjectively decided are the most relevant themes/lessons.

Then I will have the students do another pair/share with a partner to help fill in information that they might have missed.

# data[].attributes.body
Bell Ringer:
“Imagine your school is made up of several rival clubs, each competing for resources and power. Suddenly, one student emerges and unites everyone under one mega-club. What would this leader need to do to succeed? Write down two strategies they might use.”

Activity: "The Mongol Connection"

1. Analogy:

Explain that Genghis Khan uniting the Mongol tribes was like assembling a puzzle where each piece (tribe) had its unique shape and purpose, but only together could they create a powerful picture (empire).

2. Quick Think-Pair-Share:

Give students three challenges Genghis Khan faced during unification (e.g., tribal rivalries, communication barriers, loyalty-building).

In pairs, have students brainstorm one way he might have solved each challenge, relating it back to the bell ringer analogy.

3. Exit Slip:

“What was one key reason the Mongols were successfully unified, and how does it relate to the puzzle analogy?”

This approach links the historical process to students’ experiences while checking understanding concisely.

4o

# data[].attributes.body
I will focus on observing and evaluating students’ skills, understanding of rules, teamwork, and sportsmanship during class time. I will assess students' performance in key areas like throwing, catching, movement, rule following, and teamwork.

# data[].attributes.body
Students will share 1 thing they learned during this section of instruction. Then their neighbor will share what they shared.

# data[].attributes.body
After instruction...Timeline Challenge

Description: Have students organize key events from the lesson on a timeline, either digitally or on paper, and justify their placement.

Why It Works: Reinforces chronological thinking and historical connections.

# data[].attributes.body
I will use the Guided Lecture strategy. The students will be provided with a lecture outline, but I will ask them to put their pencils down during the lecture. After 10 to 15 minutes of lecture, I will give them time to go fill in the lecture outline in small groups, and then we will answer any gaps as a class.

# data[].attributes.body
Performance digital self assessment tool. I will provide a simple digital rubric for students to rate themselves on key aspects of dodgeball such as: throwing accuracy, catching, rules and team work.

# data[].attributes.body
For my summative assessment, I will have the students Invent the Quiz and write 10 higher order text questions. Then, I will select from the group of questions for the whole class and come up with the summative assessment for the unit.

# data[].attributes.body
Using this grading tool at the end of a lesson to quickly grade and see an average score, communicate with students who have low scores and send them the correct answers and a resource video to study the topic.

# data[].attributes.attachment_link.title
How to Use Flubaroo to Grade Open-Ended Questions on Google Forms

# data[].attributes.body
Once the lesson is over, I will ask the students to do the top 10 list. They should list the top ten most important things they learned from the lesson.